Georgia
Standards of Excellence
Curriculum Map
Mathematics
GSE 8th Grade
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Georgia Department of Education
1st Semester
GSE Eighth Grade Curriculum Map
2nd Semester
Unit 1
(4 – 5 weeks)
Unit 2
(4 – 5 weeks)
Unit 3
(4 – 5 weeks)
Unit 4
(2 – 3 weeks)
Unit 5
(3 – 4 weeks)
Unit 6
(5 – 6 weeks)
Unit 7
(4 – 5 weeks)
Unit 8
(3 – 4 weeks)
Transformations,
Congruence and
Similarity
Exponents
Geometric
Applications
of Exponents
Functions
Linear Functions
Linear Models
and Tables
Solving Systems
of Equations
Show What
We Know
MGSE8.F.1
MGSE8.F.2
MGSE8.EE.5
MGSE8.EE.6
MGSE8.F.3
MGSE8.F.4
MGSE8.F.5
MGSE8.SP.1
MGSE8.SP.2
MGSE8.SP.3
MGSE8.SP.4
MGSE8.EE.8
MGSE8.EE.8a
MGSE8.EE.8b
MGSE8.EE.8c
ALL
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Prep Review
MGSE8.G.1
MGSE8.G.2
MGSE8.G.3
MGSE8.G.4
MGSE8.G.5
MGSE8.EE1
MGSE8.EE.2
(evaluating)
MGSE8.EE.3
MGSE8.EE.4
MGSE8.EE.7
MGSE8.EE.7a
MGSE8.EE.7b
MGSE8.NS.1
MGSE8.NS.2
MGSE8.G.6
MGSE8.G.7
MGSE8.G.8
MGSE8.G.9
MGSE8.EE.2
(equations)
These units were written to build upon concepts from prior units, so later units contain tasks that depend upon the concepts addressed in earlier units.
All units will include the Mathematical Practices and indicate skills to maintain.
*Revised standards indicated in bold red font.
NOTE: Mathematical standards are interwoven and should be addressed throughout the year in as many different units and tasks as possible in order to stress the natural connections that exist among mathematical topics.
Grades 6-8 Key:
NS = The Number System
F = Functions
EE = Expressions and Equations
G = Geometry
SP = Statistics and Probability.
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July 2015 ● Page 2 of 7
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Georgia Department of Education
Georgia Standards of Excellence Eighth Grade Mathematics
Curriculum Map Rationale
Unit 1: This unit centers around geometry standards related to transformations both on and off the coordinate plane – translations, reflections,
rotations, and dilations. Students develop understanding of congruence and similarity using physical models, transparencies, or geometry software, and
learn to use informal arguments to establish proof of angle sum and exterior angle relationships.
Unit 2: Students explore and understand numbers that are not rational (irrational numbers) and approximate their value by using rational numbers.
Students work with radicals and express very large and very small numbers using integer exponents.
Unit 3: Students extend their work with irrational numbers by applying the Pythagorean Theorem to situations involving right triangles, including
finding distance, and will investigate proofs of the Pythagorean Theorem and its converse. Students solve real-world problems involving volume of
cylinders, cones, and spheres.
Unit 4: Students are introduced to relations and functions. Students define, evaluate, and compare functions. Functions are described and modeled
using a variety of depictions, including algebraic representation, graphic representation, numerical tables, and verbal descriptions.
Unit 5: Students further explore functions, focusing on the study of linear functions. Students develop understanding of the connections between
proportional relationships, lines, and linear equations, and solve mathematical and real-life problems involving such relationships. Slope is formally
introduced, and students work with equations for slope in different forms, including comparing proportional relationships depicted in different ways
(graphical, tabular, algebraic, verbal).
Unit 6: Students extend the study of linear relationships by exploring models and tables to describe rate of change. The study of statistics expands to
bivariate data, which can be graphed and a line of best fit determined.
Unit 7: The final unit broadens the study of linear equations to include situations involving simultaneous equations. Using graphing, substitution, and
elimination, students learn to solve systems of equations algebraically, and make applications to real-world situations.
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July 2015 ● Page 3 of 7
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Georgia Department of Education
GSE Eighth Grade Expanded Curriculum Map – 1st Semester
Standards for Mathematical Practice
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.
5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning.
Unit 1
Unit 2
Unit 3
Unit 4
Transformations, Congruence and
Similarity
Exponents
Geometric Applications of Exponents
Functions
Understand congruence and
similarity using physical models,
transparencies, or geometry software.
MGSE8.G.1 Verify experimentally the
congruence properties of rotations,
reflections, and translations: lines are
taken to lines and line segments to line
segments of the same length; angles are
taken to angles of the same measure;
parallel lines are taken to parallel lines.
MGSE8.G.2 Understand that a twodimensional figure is congruent to another if
the second can be obtained from the first by a
sequence of rotations, reflections, and
translations; given two congruent figures,
describe a sequence that exhibits the
congruence between them.
MGSE8.G.3 Describe the effect of dilations,
translations, rotations and reflections on twodimensional figures using coordinates.
MGSE8.G.4 Understand that a twodimensional figure is similar to another if the
second can be obtained from the first by a
sequence of rotations, reflections,
translations, and dilations; given two similar
two- dimensional figures, describe a
sequence that exhibits the similarity between
them.
MGSE8.G.5 Use informal arguments to
establish facts about the angle sum and
exterior angle of triangles, about the angles
created when parallel lines are cut by a
transversal, and the angle-angle criterion for
similarity of triangles.
Work with radicals and integer exponents.
MGSE8.EE.1 Know and apply the properties
of integer exponents to generate equivalent
numerical expressions.
MGSE8.EE.2 Use square root and cube
root symbols to represent solutions to
equations. Recognize that x2 = p (where p
is a positive rational number and lxl < 25)
has 2 solutions and x3 = p (where p is a
negative or positive rational number and
lxl < 10) has one solution. Evaluate
square roots of perfect squares < 625 and
cube roots of perfect cubes > -1000 and <
1000.
MGSE8.EE.3 Use numbers expressed in
scientific notation to estimate very large
or very small quantities, and to express
how many times as much one is than the
other. For example, estimate the
population of the United States as 3 × 108
and the population of the world as 7 ×
109, and determine that the world
population is more than 20 times larger.
MGSE8.EE.4 Add, subtract, multiply
and divide numbers expressed in scientific
notation, including problems where both
decimal and scientific notation are used.
Understand scientific notation and choose
units of appropriate size for
measurements of very large or very small
quantities (e.g. use millimeters per year
for seafloor spreading). Interpret
scientific notation that has been generated
by technology (e.g. calculators).
Understand and apply the Pythagorean
Theorem.
MGSE8.G.6 Explain a proof of the
Pythagorean Theorem and its converse.
MGSE8.G.7 Apply the Pythagorean
Theorem to determine unknown side lengths
in right triangles in real-world and
mathematical problems in two and three
dimensions.
MGSE8.G.8 Apply the Pythagorean
Theorem to find the distance between two
points in a coordinate system.
Solve real-world and
mathematical problems involving
volume of cylinders, cones, and spheres.
MGSE8.G.9 Apply the formulas for the
volume of cones, cylinders, and spheres
and use them to solve real-world and
mathematical problems.
Work with radicals and integer exponents.
MGSE8.EE.2 Use square root and cube
root symbols to represent solutions to
equations. Recognize that x2 = p (where p
is a positive rational number and lxl < 25)
has 2 solutions and x3 = p (where p is a
negative or positive rational number and
lxl < 10) has one solution. Evaluate
square roots of perfect squares < 625 and
cube roots of perfect cubes > -1000 and <
1000.
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July 2015 ● Page 4 of 7
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Define, evaluate, and compare functions.
MGSE8.F.1 Understand that a function is a
rule that assigns to each input exactly one
output. The graph of a function is the set of
ordered pairs consisting of an input and the
corresponding output.
MGSE8.F.2 Compare properties of two
functions each represented in a different way
(algebraically, graphically, numerically in
tables, or by verbal descriptions).
Georgia Department of Education
Analyze and solve linear equations and
pairs of simultaneous linear equations.
MGSE8.EE.7 Solve linear equations in one
variable.
MGSE8.EE.7a Give examples of linear
equations in one variable with one solution,
infinitely many solutions, or no solutions.
Show which of these possibilities is the case
by successively transforming the given
equation into simpler forms, until an
equivalent equation of the form x = a, a = a,
or a = b results (where a and b are different
numbers).
MGSE8.EE.7b Solve linear equations with
rational number coefficients, including
equations whose solutions require expanding
expressions using the distributive property
and collecting like terms.
Know that there are numbers that are
not rational, and approximate them by
rational numbers.
MGSE8.NS.1 Know that numbers that are not
rational are called irrational. Understand
informally that every number has a decimal
expansion; for rational numbers show that the
decimal expansion repeats eventually, and
convert a decimal expansion which repeats
eventually into a rational number.
MGSE8.NS.2 Use rational approximation
of irrational numbers to compare the size
of irrational numbers, locate them
approximately on a number line, and
estimate the value of expressions (e.g.,
estimate π2to the nearest tenth). For
example, by truncating the decimal
expansion of √2 (square root of 2), show
that √2 is between 1 and 2, then between
1.4 and 1.5, and explain how to continue
on to get better approximations.
Richard Woods, State School Superintendent
July 2015 ● Page 5 of 7
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Georgia Department of Education
GSE Eighth Grade Curriculum Map – 2nd Semester
Standards for Mathematical Practice
5 Use appropriate tools strategically.
6 Attend to precision.
7 Look for and make use of structure.
8 Look for and express regularity in repeated reasoning.
1 Make sense of problems and persevere in solving them.
2 Reason abstractly and quantitatively.
3 Construct viable arguments and critique the reasoning of others.
4 Model with mathematics.
Unit 5
Unit 6
Unit 7
Unit 8
Linear Functions
Linear Models and Tables
Solving Systems of Equations
Show What We Know
Understand the connections
between proportional relationships, lines,
and linear equations.
MGSE8.EE.5 Graph proportional
relationships, interpreting the unit rate as the
slope of the graph. Compare two different
proportional relationships represented in
different ways.
MGSE8.EE.6 Use similar triangles to
explain why the slope m is the same between
any two distinct points on a non‐vertical line
in the coordinate plane; derive the equation
y = mx for a line through the origin and the
equation y = mx + b for a line intercepting
the vertical axis at b.
Define, evaluate, and compare functions.
MGSE8.F.3 Interpret the equation y = mx +
b as defining a linear function, whose graph
is a straight line; give examples of functions
that are not linear. For example, the function
A = s2 giving the area of a square as a
function of its side length is not linear
because its graph contains the points (1,1),
(2,4) and (3,9), which are not on a straight
line.
Use functions to model
relationships between quantities.
MGSE8.F.4 Construct a function to model a
linear relationship between two quantities.
Determine the rate of change and initial
value of the function from a description of a
relationship or from two (x,y) values,
including reading these from a table or from
a graph. Interpret the rate of change and
initial value of a linear function in terms of
the situation it models, and in terms of its
graph or a table of values.
MGSE8.F.5 Describe qualitatively the
functional relationship between two quantities
by analyzing a graph (e.g., where the function
is increasing or decreasing, linear or
nonlinear). Sketch a graph that exhibits the
qualitative features of a function that has been
described verbally.
Investigate patterns of association
in bivariate data.
MGSE8.SP.1 Construct and interpret scatter
plots for bivariate measurement data to
investigate patterns of association between two
quantities. Describe patterns such as
clustering, outliers, positive or negative
association, linear association, and nonlinear
association.
MGSE8.SP.2 Know that straight lines are
widely used to model relationships between
two quantitative variables. For scatter plots
that suggest a linear association, informally
fit a straight line, and informally assess the
model fit by judging the closeness of the data
points to the line.
Analyze and solve linear equations
and pairs of simultaneous linear equations.
MGSE8.EE.8 Analyze and solve pairs of
simultaneous linear equations (systems of
linear equations).
MGSE8.EE.8a Understand that solutions to a
system of two linear equations in two variables
correspond to points of intersection of their
graphs, because points of intersection satisfy
both equations simultaneously.
MGSE8.EE.8b Solve systems of two linear
equations in two variables algebraically, and
estimate solutions by graphing the equations.
Solve simple cases by inspection.
MGSE8.EE.8c Solve real-world and
mathematical problems leading to two linear
equations in two variables.
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July 2015 ● Page 6 of 7
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Georgia Department of Education
MGSE8.SP.3 Use the equation of a linear
model to solve problems in the context of
bivariate measurement data, interpreting the
slope and intercept.
MGSE8.SP.4 Understand that patterns
of association can also be seen in
bivariate categorical data by displaying
frequencies and relative frequencies in a
two-way table.
a. Construct and interpret a two-way
table summarizing data on two
categorical variables collected from
the same subjects.
b. Use relative frequencies calculated
for rows or columns to describe
possible association between the two
variables. For example, collect data
from students in your class on
whether or not they have a curfew on
school nights and whether or not they
have assigned chores at home. Is
there evidence that those who have a
curfew also tend to have chores?
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July 2015 ● Page 7 of 7
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